California State University, Long Beach

The project collects data on the number of PhysTEC Graduates, PhysTEC Future Teachers, PhysTEC Learning Assistants, and PhysTEC Mentors; these PhysTEC terms are defined here. The project also collects data on physics pedagogy courses, early teaching experiences, and enrollment in K-8 physical science courses for future elementary school teachers.

PhysTEC Graduates (Years funded 2010-2013)

Baseline

Project Funded

Year -2

Year -1

Year 0

Year 1

Year 2

Year 3

Year 4

3

0

3

0

5

0

2

Commentary on PhysTEC Graduates data: The number includes returning teachers to add physics credentials who has a major/minor in physics. We started our program in 2010-2011 with new courses, recruitment and outreach. As a result, we have no PhysTEC graduates in 2010-2011 but we were involved with many students and teachers during our first year. Two students who took courses in 2010-2011 graduated as physics teachers in 2011-12. Total 7 physics teachers received credentials during 2011-12. While 2 don't "count" as PhysTEC graduates (no major/minor) some of them have been involved in campus PhysTEC activities which can only help them be more successful as physics teachers. 3 physics teachers received credentials during 2012-2013, but they do not have major/minor in physics. However, they participated in the PhysTEC activities.

Future Physics Teachers

Baseline

Project

Year -2 2007/08

Year -1 2008/09

Year 0 2009/10

Year 1 2010/11

Year 2 2011/12

Year 3 2012/13

3

4

5

7

12

11

Definition of a Future Teacher at CSULB: A student who is enrolled to earn a physics credential or receives a Noyce Scholarship. To be committed to a teaching credential we are counting anyone who has enrolled in EDSS300C (Introduction to Teaching Science). The same student will be counted multiple years as they make their way through the credential process.

Commentary on Future Teachers data:

Number indicates students in the pipeline who would "count" as a PhysTEC physics teacher. This will include any student who has enrolled in EDSS300C up to and including their student teaching semester. At a minimum, Future Teachers will be in our program for three semesters.

While it is difficult to make claims that PhysTEC activities caused post-bac students to become physics teachers as they enter our credential program already holding an undergraduate degree. Many of these students, however, have become involved in PhysTEC activities (PHYS490, monthly Demo Days, Open House, mixers, etc.). We can directly claim PhysTEC's influence on undergraduate physics majors who move into teaching as well as post-bac students participated in the PhysTEC events prior to enroll in the program. We are just beginning to see that happen. All physics teacher candidates (including those who become credentialed without holding a major/minor in physics) benefit from our campus' PhysTEC program.

Learning Assistants

Learning Assistants in Physics Courses

Baseline

Project

Year -2 2007/08

Year -1 2008/09

Year 0 2009/10

Year 1 2010/11

Year 2 2011/12

Year 3 2012/13

0

0

0

0

3

7

Commentary on Learning Assistant data:

We started the LA program in 2011-2012, and the numbers reported are the official LAs. They worked total of 5 hours a week in PHYS 151 (cal-based Mechanics) lab, tutoring, and a weekly meeting.

PHYS 390 (early teaching experience) students spent time as LAs as a part of their course work in PHYS 151 lab and tutoring. 7, 9, and 26 students enrolled in PHYS 390 in Spring 2011, Spring 2012, and Spring 2013.

Mentoring

PhysTEC Mentors

Project

Year 1 2010/11

Year 2 2011/12

Year 3 2012/13

PhysTEC Mentors (current and prior TIRs)

1

2

3

Mentored PhysTEC Graduates

0

2

2

Mentored non-PhysTEC Teachers

2

10

8

Commentary on Mentors data: Two TIRs mentored 12 new physics teachers and a prospective teacher - met regularly, shared demos, visited classrooms, and provided ongoing support. The TIRs have maintained ongoing e-mail correspondence with physics teachers concerning ways to improve instruction and careers in teaching physics. A number of prospective teachers have observed in the TIR's high school classroom.

The current TIR has interacted with CSULB physics majors, minors, and graduate students through classroom visits, invited talks, club meetings, and informal visits to labs and graduate student offices.

PhysTEC courses

Course Name

PhysTEC Course Enrollments (# of students enrolled)

Baseline

Project

Year -2 2007/08

Year -1 2008/09

Year 0 2009/10

Year 1 2010/11

Year 2 2011/12

Year 3 2012/13

PHYS 390

0

0

0

7

9

26

PHYS 490

0

0

0

9

6

7

Definition ofPhysTEC Course : Any physics, physical science, or education course that has been revised or created at a PhysTEC Institution for the PhysTEC program.

Commentary on Enrollment data:

PHYS 390 (early teaching experience course) is taken by all level of diverse students. We had freshmen who just finished PHYS 151 to postbac student, Physics BS to Engineering student with Physics BA, Latino/Latina, African American, Asian, and Whites.

PHYS 490 (Physics pedagogical content knowledge course) is taken by physics majors, credential students, and in-service teachers. Several students are taking the course more than once. We plan to create different course numbers by the topic, so it will be easier for in-service teachers to repeat the course.

One student took PHYS490 twice (recall different topics each semester). He is likely to enroll again next spring. At least one other student from Fall 2011 enrolled in Fall 2012 PHYS490. Both claim the course's value as the motivating factor to re-enroll for new topics. They wish this sort of course would be offered in other content areas. One of the Fall 2011 PHYS490 students had previously enrolled in PHYS390 during Spring 2011.

Two of the students in this class indicated that they will enroll again for Fall 2013's Electricity & Magnetism course.